Course design is a cyclic process for which several models exist (see resources below). The advantage of employing one of these models is that provide a research-driven and systematic approach to designing instruction. The most well-known model is referred to by its acronym: ADDIE.

A - Analyze learners - who are the students? What do they already know? What do they need to know?

D - Design instruction - what are the course goals? What are the learning objectives? What assessments and activities will help students achieve those objectives?

D - Develop learning materials and activities - What textbooks, readings, simulations, interactive digital materials, and online resources are needed for the activities and assessments that have been designed? Identify and create these resources. Prepare support materials such as rubrics, quickguides, and templates; request library e-reserves.

I - Implement instruction - run the course.

E - Evaluate - Evaluate whether students achieved the learning goals (grade the students) AND evaluate the course: what worked, what didn't, request student input on course activities and expectations. Begin again.

Readings and Resources

• Principles of Universal Design - Designing instruction to maximize the learning of all students (from DePaul's PLuS program)
• Instructional Design Models
• Integrated Course Design (by L. Dee Fink; IDEA Paper No. 42)

Additional readings

Instructional Design and Development

• Consultation and resources on developing online, hybrid,
  or web-enhanced courses.
• Design and development of learning activities enriched by technology
• Resources on developing multimedia curriculum resources

Office for Teaching, Learning and Assessment

• Resources and research on learning

PluS Program

• Principles and resources on Universal Design